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Physical development

This area involves providing opportunities for young children to be active and interactive, and to develop their coordination, control, and movement. The child is helped to understand the importance of physical activity, and to make healthy choices in relation to food.






Moving and handling

 She moves freely and with pleasure and shows confidence in a range of ways.

She mounts stairs, steps or climbing equipment using alternate feet. She can walk downstairs, two feet to each step while carrying a small object. She is able to run and negotiate space successfully, adjusting speed or direction to avoid obstacles. She can stand momentarily on one foot when shown. She can catch a large ball.

 She draws lines and circles using gross motor movements.

She uses one-handed tools and equipment, e.g. snips in paper with scissors. She holds pencil between thumb and two fingers, no longer using whole-hand grasp.

She can copy some letters, e.g. letters from their name.

 She experiments with different ways of moving.  She jumps off an object and lands appropriately sometimes.

She negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.

She shows increasing control over an object in pushing, patting, throwing, catching or kicking it.

She uses simple tools to effect changes to materials, safely and with increasing control.

 She shows a preference for a dominant hand; and is beginning to use anticlockwise movement and retrace vertical lines.

She is able to form recognise letters.

 She shows good control and coordination in large and small movements.

 She moves confidently in a range of ways, safely negotiating space.

 She is able to handle equipment and tools effectively, including pencils for writing.

 She shows good control and coordination in large and small movements always.

She is able to move confidently in a range of ways, safely negotiating space. She is able to handle equipment and tools effectively, including pencils for writing.

 She can hop confidently and skip in time to music.

 She holds paper in position and uses her preferred hand for writing, using a correct pencil grip.

She is beginning to be able to write on lines and control letter shape and size.





Health and self-care

 She can tell adults when hungry or tired or when she wants to rest or play.

She observes the effects of activity on her body.

She understands that equipment and tools have to be used safely.

She gains more bowel and bladder control and can attend to toileting needs most of the time by herself.

 She can usually manage washing and drying hands and can dress with help.

 She knows the importance for good health of physical exercise and a healthy diet and can talk about ways to keep her healthy and safe.

She can manage her own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

 She knows about and can make healthy choices in relation to healthy eating and exercise.

She can dress and undress independently, successfully managing fastening buttons or laces.





Personal, Emotional and Social Development

This area involves helping children to develop a positive sense of themselves and others; to form positive relationships. They develop respect for others, develop social skills and learn how to manage their feelings; to understand appropriate behavior in groups; and to have confidence in their own abilities.






Self-Confidence and Self-Awareness

 She can select and use activities and resources with help.

She welcomes and values praise for what she has done.

She enjoys responsibility of carrying out small tasks.

 She is more confident to talk to other children when playing. She shows confidence in asking adults for help. She is confident to speak to others about her own needs, wants, interests and opinions and will communicate freely about her own home and community.

She can describe self in positive terms and talk about her abilities.

 She is confident to try new activities, and says why She likes some activities more than others.

She is confident to speak in a familiar group. She will talk about her ideas, and will choose the resources She needs for chosen activities.

She is able to ask for help when She needs it. She is also able to decline help when She doesn’t need it.

 She is confident to speak to a class group.

She can talk about the things She enjoys and are good at, and about the things She  doesn’t find easy.

 She is resourceful in finding support when She needs help or information.

She can talk about the plans She has made to carry out activities and what She might change if She were to repeat them.





Managing Feelings and Behaviour

 She is aware of her own feelings, and knows that some actions and words can hurt others’ feelings.

She is beginning to accept the needs of others and can take turns and share resources, sometimes with support from others.

She can usually tolerate delay when needs are not immediately met, and understands that wishes may not always be fulfilled.

 She understands that her own actions affect other people, for example, She becomes upset or tries to comfort another child when She realizes that She has upset them.

She is aware of the boundaries set, and of the behavioural expectations in the setting.

She is beginning to be able to negotiate and solve problems without aggression.

She can usually adapt her behaviour to different events, social situations and changes in routine.

 She can talk about how She and others show feelings. She talks about her own and others’ behaviour, and its consequences, and  She knows that some behaviours are unacceptable.

She works as a part of a group or class, and understands and follows the rules. She adjusts her behaviour to different situations, and take changes of routine in her stride.

 She knows some ways to manage her feelings and is beginning to use these to maintain control. She can listen to each other’s suggestions and plan how to achieve an outcome without adult help.

She knows when and how to stand up for herself appropriately.

She can stop and think before acting and She can wait for things She want.





Building Relationships

 She can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children. She initiates play, offering cues to peers to join her.

She responds to what others are saying or doing.

She demonstrates friendly behaviour.

She can explain her own knowledge and understanding, and can ask appropriate questions to others.

 She plays cooperatively, taking turns with others.

She takes account of one another’s ideas about how to organise her activity.

She shows sensitivity to others’ needs and feelings, and forms positive relationships with adults and with other children.

 She plays group games with rules.

 She can understand someone else’s point of view that is different from his.

She resolves minor disagreements by listening to each other to come up with a fair solution.

She understands what bullying is and that it is unacceptable behaviour.





Report Card